Chaplaincy

Application deadline: February 1, 2019

Mission

Prompted by the promise of Christ's soon return, the Doctor of Ministry program at Andrews University is designed to develop spiritually mature and responsible professionals in ministry for the worlwide church. The DMin Chaplaincy concentration prepares participants for excellence in health care and other chaplaincy fields.

Concentration Goals

The Doctor of Ministry Chaplaincy Ministry concentration seeks to develop the person (Being), knowledge (Knowing), and practice (Doing) of its participants. Following are outcomes that are important to evaluate. These outcomes guide the curriculum and should be reflected in the Ministry Development Plan developed by the participant.

Being
The graduate will be engaged in a learning process aimed at enhancing personal spirituality, enriching the personal life, and improving professional relationships through an expanding awareness of what God has called them to be.

Spiritual maturity

Living by the Spirit (Galatians 5:22-26)

Enrichment of personal and family life

Greater commitment to the Seventh-day Adventist ministry

Positive collegial relationships

A global view of society and ministry

Become aware of their strengths and limitations (background, emotional state) and to realize the impact self-awareness and self-understanding may have on ministry

Assessed by: Requiring students to complete a section in their Ministry Development Plan (MDP) in which they will name strategies for chaplaincy ministries and practices they adopt to grow spiritually as a result of the DMin program and the direct assessments in module two on theological and spiritual foundations administered by faculty.

Knowing
The graduate will be expected to exhibit an advanced understanding of sound theological and spiritual care that support chaplaincy leadership and how they contribute to responsible ministry for the worldwide church.

An understanding of chaplaincy within the context of Adventist theology

An understanding of organizational culture and systems thinking

Knowledge of the professional field including spiritual leadership, consultation, networking, and ethical conduct

Knowledge of current issues and research related to the field of spirituality and health

Engage the discipline through sociological and psychological perspectives

Reflect theologically on the lived experience of patients

Learn basic research skills relating to chaplaincy

Assessed by: Completing two theoretical chapters in their project manuscripts (chapters 2 and 3) in which students will provide theological reflection on their research topic and show a high level of acquaintance with the current literature on the subject, the direct assessments in modules one and two of assignments dealing with literature research and theological reflection administered by faculty, and of literature research in all modules.

Doing
The graduate will model Christ-like ministry and demonstrate the ability to effectively contribute to the mission of the church by wise and competent application of spiritual care theology and theory to practical and innovative solutions for ministry challenges.

Practice of the following core chaplaincy essentials:

A God-given passion-stirring shared vision

Demonstrating faith-based hope

Exercising solid integrity

Courage to challenge the status quo

Unswerving commitment to empowering people

Integration of own spiritual an dtheological perspectives into the practice of ministry

Appreciation of diversity issues

Proficiency in the following skills:

Skills pertinent to their practice in the field of chaplaincy and spiritual care

Facilitating effective planning

Managing resources responsibly

Communicating effectively

Building effective teams

Managing conflict

Spiritual care evaluation and assessment

Making meetings matter

Mentoring others

Assessed by: Successful assessment of the project before peers and respective project committees as well as direct assessments of case studies administered by faculty.

Learning Modalities

The following learning modalities will be included in the concentration's andragogy:

Classroom consultation: including didactic and experiential learning and networking with top educators and experts in the field of chaplaincy

Research: including perusal of current literature, theological reflection, assigned readings, case studies, and field research in their ministry context

Praxis: including implementation of spiritual interventions in the context of ministry

Project: including theological reflection, field research, and intervention involving a specific challenge in their ministering context

The Cohort Experience

The program is delivered in the cohort model, wherein participants proceed through the sequence of courses together. Study and learning are year-round, with pre-intensive, during-intensive, and post-intensive activities and experiences. Pre-intensive assignment preparation can begin as early as six months prior to an intensive. There are four annual teaching sessions presented by chaplaincy ministry professionals. During the program you will participate in regional work groups, follow a ministry development plan, read and reflect on the best literature in your concentration area, and develop and evaluate a professional project within the context of your own congregational or other leadership responsibilities.

Cohorts are identified by the year in which they formed. For example, if you are a member of a cohort that formed in 2014, during the five-six years you expect to be in the program, the title of your group will be "the 2014 Chaplaincy Cohort."

Module Descriptions

CHMN787 - Theory and Research in Chaplaincy
Credits: 4-5
Examines current research on spirituality and health, as well as theological understanding of spiritual care within the clinical context. The theoretical framework is based on psychological, sociological, and theological literature. Enables participants to have a better understanding of the lived experience of the people to whom they minister.

GSEM790 - DMin Project Seminar
Credits: 4
Participants receive assistance in forming their DMin project proposal, and orientation to issues in successful completion of the project. Areas of focus include a literature review, theological reflection, critical thinking, experiential learning, reflective observation, research design and techniques, reading and evaluating research, academic writing, development of an effective work plan for completion of the project, and other project-related topics.

GSEM706 - Spiritual and Theological Foundations for Ministry
Credits: 8
This is a foundational module required of all DMin students. The module builds the spiritual and theological basis from which the practice of ministry and mission grows and seeks to lead the student into a self-reflection and examination of life and belief.

CHMN788 - Professional Practice in Chaplaincy
Credits: 4-5
Explores various leadership roles and functions involved in chaplaincy. Includes professional conduct, leadership, ethics, interdisciplinary consultation, and interdepartmental relations. Promotes the integration of the chaplain into institutional life. Teaches how to conduct workshops and organize support groups.

CHMN786 - Clinical Issues in Care and Counseling
Credits: 5
Training in theory and clinical skills related to the clinical setting within the context of spiritual care. Provides education in the following specialty areas: psychological and spiritual assessment, grief recovery, trauma, conflict resolution,m and specific disease processes such as HIV/AIDS, cancer, disability, and mental health issues.

CHMN7XX - Health Care Leadership(alternative to CHMN786 for those who want a health care emphasis)
Credits: 5
Students pursuing a health care emphasis take this module instead of CHMN 786 in the fourth year. Examines chaplaincy leadership roles within an institutional setting. Conflict management, effective communication, decision-making skills, and team supervision are investigated using current leadership principles. Analyzes best practices to navigate complex medical institution governance and management operational systems. Participants will design a Pastoral Care Department with multiple pastoral care delivery systems. Prerequisite: three completed CPE units recognized and or validated by the Adventist Chaplaincy Institute.

Clinical Pastoral Education

Clinical Pastoral Education is a significant component and a standard requirement in the clinical training of chaplains. An applicant in the health care field must have at least one year of full-time work experience as a health-care chaplain, and two completed units of CPE. Persons who have four units CPE will be considered as having one year of work experience. Participants who have no more than two units CPE are required to take at least one additional unit of CPE while in the program. A minimum of three units of CPE is required for the Adventist Board Chaplain Certification; four units are required by the Association of Professional Chaplains. The CPE requirement may be completed by arrangement in the first three years of the program. Participants may choose the CPE site that is in close proximity to their work place.

Contact the Coordinator

Dr. Mario Ceballos serves as coordinator for the Chaplaincy concentration. He can be reached at 1-301-680-6780, ceballosm@gc.adventist.org.

Schedule

Travel and lodging information is provided in the links under the "Intensive Location" column.
Cohorts are identified by the year in which they formed. Cohort participants will take these courses and modules:

2019 Chaplaincy Cohort

Course requirements and schedule for the cohort forming to begin in 2019:
Online registration must be completed before pre-intensive course start date. The course registration number (CRN--in parentheses) is the number that registers the course.
Follow the linked course names to obtain the course syllabi.

The Doctor of Ministry reduced residency (for intensive venues other than the Andrews University campus) is offered as an approved exception to Association of Theological Schools Degree Program Standard B, section E.3.1.1.